학교장의 인사공정성, 행동특성, 교사의 학교장에 대한 신뢰 및 학교조직 효과성 간의 관계 = (The) relationship among the principal's justice in personnel policy, behavioral characteristics, teacher's trust in a principal and the effectiveness of school organization

국문 초록 (Abstract)

본 연구는 학교장의 인사공정성과 학교장의 행동특성들인 업무능력, 성실성, 개방성을 투입요인으로, 학교장에 대한 신뢰를 과정요인으로, 학교조직 효과성을 결과 요인으로 하는 구조적 관계를 설정하고 이들 간의 관계를 보다 실증적으로 검증하여 현장의 실제적인 측면을 반영하고자 함을 목적으로 한다, 이러한 연구목적을 달성하기 위해 연구문제를 세 가지로 설정하였다.
연구문제 1. 학교장의 인사공정성, 업무능력, 성실성, 개방성과 학교장에 대한 신뢰 및 학교조직 효과성에 영향을 미치는 구조방정식 경로모형의 적합도는 어떠한가?
연구문제 2. 학교장의 인사공정성, 업무능력, 성실성, 개방성이 학교조직 효과성에 미치는 직접효과와 교사의 학교장에 대한 신뢰를 통한 간접효과는 어떠한가?
연구문제 3. 교사의 학교장에 대한 신뢰를 매개로 학교조직 효과성에 가 장 큰 영향을 주는 요인은 무엇인가?
서울특별시 11개 지역교육지원청별로 공사립 및 학교 규모를 고려한 총 22개교를 검사대상으로 하였으며, 이를 위하여 공립초등학교 630명, 사립초등학교 121명의 교사들을 층화군집표집하여 검사한 후, 그 중 공립초등학교 590부, 사립초등학교 111부, 총 701부를 자료 처리 하였다.
본 연구에서의 자료처리는 SPSS 18.0과 AMOS 18.0 프로그램을 사용하였으며, 연구문제별로 요인분석, 신뢰도분석, t-분산분석, 일원배치분산분석, 상관분석, 구조방정식 모형분석을 실시하였다. 수정된 최종모형이 최초모형에 비해 자유도가 2 증가했으나, χ2 통계치 증가(=.851)가 통계적으로 유의하지 않으며, p 값이 .653으로 만족할 만한 수준은 아니나, RMSEA 지수가 최초모형(.092)에 비해 양호하고(.086) TLI 지수도 최초모형(.951)에 비해 양호하게(.956)나타나서 수정된 최종모형이 자료에 보다 적합하게 부합하는 것으로 판단되었다. 그리고, GFI=.964, NFI=.973, CFI=.964로 모두 적합한 모형 지수인 1에 가깝게 나타났다. 이처럼 수정된 최종모형이 매우 이상적인 모형이라고 보기는 어렵지만, 구조방정식의 적합도를 만족시키는 것으로 판단하여 모델-자료 적합도가 더 높아진 본 연구의 최종모형으로 삼았다.
이와 같은 분석결과를 제시하면 다음과 같다.
첫째, 인사 분배공정성과 절차공정성을 포함하는 학교장의 인사공정성이 학교조직 효과성에 영향을 미치는 직접효과 (.330, p<.01), 학교장의 인사공정성이 학교장에 대한 신뢰를 매개로 하여 학교조직 효과성에 미치는 간접효과는 (.044, p<.01)로 학교장의 인사공정성이 학교조직 효과성에 미치는 전체 효과는 (.374, p<.01)로 유의하게 영향을 주고 있음을 알 수 있다. 이와 같은 결과를 통해 볼 때 가설 1은 채택된 것을 알 수 있다. 학교장의 업무능력이 학교조직 효과성에 영향을 미치는 직접효과는 통계적으로 무의미 했고, 학교장의 업무능력이 학교장에 대한 신뢰를 매개로 하여 학교조직 효과성에 미치는 간접 효과는 (.104, p<.01)로 나타났다. 이와 같은 결과를 통해 볼 때 “학교장의 업무능력이 학교조직 효과성에 직접 및 매개효과가 있을 것이다.”라는 가설 2의 직접효과는 기각되었고, 매개효과는 채택된 것을 알 수 있어서 부분적으로 채택된 것을 알 수 있다. 학교장의 성실성이 학교조직 효과성에 미치는 간접효과는 (.077, p<.01)로 나타났다. 학교장의 성실성이 학교장에 대한 신뢰를 매개로 하여 학교조직 효과성에 미치는 전체 효과는 (.077, p<.01)로 나타났지만 직접효과는 통계적으로 의미가 없었고, 간접효과만 영향을 주고 있는 것을 알 수 있다. 이와 같은 결과를 통해 볼 때 가설 3의 직접효과는 기각되었고 매개효과는 채택된 것을 알 수 있어서 부분적으로 채택되었다. 학교장의 개방성이 학교조직 효과성에 영향을 미치는 직접효과는 (.190, p<.05), 학교장의 개방성이 학교장에 대한 신뢰를 매개로 하여 학교조직 효과성에 미치는 간접효과는 (.149, p<.01)로 학교장의 개방성이 학교조직 효과성에 미치는 전체 효과는 (.339, p<.01)로 유의하게 영향을 주고 있음을 알 수 있다. 이와 같은 결과를 통해 볼 때 가설 4는 채택된 것을 알 수 있다.
둘째, 독립변인인 학교장의 인사공정성, 업무능력, 성실성, 개방성과 종속변인인 학교조직 효과성 사이의 매개변인인 교사의 학교장에 대한 신뢰 간의 결과는 다음과 같이 나타났다. 부트스트레핑(bootstrapping)으로 간접효과를 검증한 결과 학교장의 인사공정성과 학교조직 효과성 간에 학교장에 대한 신뢰의 매개효과가 (.044, p<.01)로 나타났고, 학교장의 업무능력과 학교조직 효과성 간의 매개효과는 (.104, p<.01)로 나타났다. 또한 학교장의 성실성과 학교조직 효과성 간에 학교장에 대한 신뢰의 매개효과는 (.077, p<.01)로 나타났고, 학교장의 개방성과 학교조직 효과성 간의 매개효과는 (.149, p<.01)로 나타났다. 이러한 연구 결과는 모든 독립변인들과 종속변인과의 사이에서 학교장에 대한 신뢰가 매개변인으로써 매개효과가 있는 것으로 나타난 것으로 볼 때, 가설 1부터 가설 4까지의 매개효과는 모두 채택되고 있음을 알 수 있다.
셋째, 4개의 독립변인들 중에서 학교장에 대한 신뢰에 가장 크게 영향을 주고 있는 요인은 학교장의 개방성(.383, P<.01)이었고, 그 다음으로 학교장의 업무능력(.268, P<.05)이며, 학교장의 성실성(.199, P<.01), 학교장의 인사공정성(.114, P<.05)의 순으로 나타났다. 그리고 학교조직 효과성에 가장 크게 영향을 주고 있는 요인은 학교장의 인사공정성(.330, P<.01)이었으며, 그 다음으로 학교장의 개방성(.190, P<.05)으로 나타났으나, 학교장의 업무능력과 학교장의 성실성은 통계적으로 의미가 없는 것으로 나타나서 학교장의 업무능력과 성실성은 학교조직 효과성에 직접적으로 영향을 주지 못하고 있음을 알 수 있다. 학교장에 대한 신뢰가 매개되었을 때 학교조직 효과성에 가장 크게 영향을 주고 있는 요인은 학교장의 개방성(.149, P<.01), 학교장의 업무능력(.104, P<.01), 학교장의 성실성(.077, P<.01), 학교장의 인사공정성(.044, P<.01)의 순으로 나타났다. 이러한 연구결과를 볼 때 가설 5는 채택되고 있음을 볼 수 있다.
본 연구는 그동안 신뢰에 관한 연구가 일반적인 학교조직 내 교사들 간의 신뢰에 치중되어 있던 것을 교사들의 학교장에 대한 신뢰로 그 연구 범위를 확장시켰다는 데 의의가 있다. 또한 학교장신뢰에 영향을 주는 요인들은 학교조직 효과성에 중요한 필수요소이며, 학교장에 대한 신뢰라는 매개변인과 더불어 유지되고 있는 것으로서 학교조직의 목적 달성을 위하여 학교 경영을 효율적으로 이끄는 지렛대 역할을 한다. 개방적이고 도덕적인 학교장을 원하고 있는 요구에 부응하기 위해서 선결되어야 하는 것이 교사들의 학교장에 대한 굳은 신뢰이다. 그리고 연구에서 다룬 수직적 관계에서 발생하는 신뢰뿐만이 아니라 수평적인 관계에서 발생하는 동료 간의 신뢰, 부서간의 신뢰를 포괄하여 보다 확장된 형태의 조직신뢰를 추가적으로 연구할 필요가 있다. 신뢰는 쌍방적인 것이기 때문에 학교장이 교사를 신뢰하는 요인들에는 어떤 것들이 있는지를 규명하는 것도 의미가 있는 연구가 될 것이다.

다국어 초록 (Multilingual Abstract)

This study was intended to make an empirical analysis of the relationship among the principal's justice in personnel policy, behavioral characteristics, teacher's trust in a principal and the effectiveness of school organization. For this purpose, a total of 22 schools, two of which belonged to each of 11 local educational agencies located in Seoul, were selected. The questionnaire research was conducted for a total 750 teachers. A total of 701 questionnaires comprising 590 from the public elementary school teachers, 111 from the private elementary school teachers were statistically processed using the SPSS 18.0 and AMOS 18.0 program. The research model was well fitted. With respect to goodness of fit statistics of the research model, GFI, TLI, CFI were 0.964, 0.951, 0.977 respectively, meeting the recommended level of 0.9 a bit below the recommended level of 1 and RMSEA was .086, a bit below the recommended level of 0.1. Overall, the research model was considered to have a conformity rate(GFI, TLI, CFI) or mediocre fit (RMSEA).
The objective of this study can be summarized as follows.
First, this study tries to analyze the fitness of Structural Equation Modeling about the relationship among the principal's justice in personnel policy, principal's ability, integrity, openness, teacher's trust in a principal and the effectiveness of school organization.
Second, this study tries to closely examine the relationship among the principal's justice in personnel policy, principal's ability, integrity, openness, teacher's trust in a principal and the effectiveness of school organization.
Third, this study tries to analyze the structural relationship difference among the principal's justice in personnel policy, principal's ability, integrity, openness, teacher's trust in a principal and the effectiveness of school organization.
Structural equation model were carried out so as to validate the hypothesis of this study and results are as follows.
First, it was found that the standard path factor on the principal's justice in personnel policy to teacher's trust in a principal was (.114, p<.05), the principal's justice in personnel policy to the effectiveness of school organization was (.330, p<.01). The mediation effect among the principal's justice in personnel policy, teacher's trust in a principal and the effectiveness of school organization was (.044, p<.01), therefore this study and results validates the hypothesis 1.
Second, it was found that the standard path factor on the principal's ability to teacher's trust in a principal was (.268, p<.05), The mediation effect among the principal's ability, teacher's trust in a principal and the effectiveness of school organization was (.104, p<.01), but the standard path factor on the principal's ability to the effectiveness of school organization was insignificant statistically. therefore this study and results partly validates the hypothesis 2.
Third, it was found that the standard path factor on the principal's integrity to teacher's trust in a principal was (.199, p<.01), The mediation effect among the principal's integrity, teacher's trust in a principal and the effectiveness of school organization was (.077, p<.01), but the standard path factor on the principal's integrity to the effectiveness of school organization was insignificant statistically. therefore this study and results partly validates the hypothesis 3.
Fourth, it was found that the standard path factor on the principal's openness to teacher's trust in a principal was (.383, p<.01), the principal's openness to the effectiveness of school organization was (.190, p<.05). The mediation effect among the principal's openness, teacher's trust in a principal and the effectiveness of school organization was (.149. p<.01), therefore this study and results validates the hypothesis 4.
The teacher's trust in a principal to the effectiveness of school organization was (.388, p<.01).
Fifth, it was found that the structural relationship difference among the principal's justice in personnel policy, principal's ability, integrity, openness, to teacher's trust in a principal were principal's openness(.383, p<.01), principal's ability(.268, p<.05), principal's integrity(.199, p<.01), principal's equity in personnel policy(.114, p<.05) in turn. The structural relationship difference among the principal's justice in personnel policy, principal's ability, integrity, openness to the effectiveness of school organization were principal's justice in personnel policy(.330, p<.01), principal's openness(.190, p<.05), but principal's ability, principal's integrity insignificant statistically. This study and results validates the hypothesis 5.
It is necessary to study a horizontal relationship between teacher and teacher, department and department additionally.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• A. 연구의 필요성과 목적 = 1
• B. 연구문제 = 6
• C. 연구의 제한점 = 7
• Ⅱ. 이론적 배경 = 8
• A. 학교장에 대한 신뢰 = 8
• B. 학교장의 인사공정성, 업무능력, 성실성, 개방성 = 18
• C. 학교조직 효과성 = 38
• D. 학교장의 인사공정성, 업무능력, 성실성, 개방성과 학교장에 대한 신뢰 및 학교조직 효과성 간의 관계 = 49
• Ⅲ. 연구 방법 = 56
• A. 연구대상 = 56
• B. 측정도구 = 58
• C. 자료처리 = 67
• Ⅳ. 연구결과 = 68
• A. 변수들 간의 상관관계 = 68
• B. 구조방정식 모형의 적합도 검증 = 69
• C. 구조방정식 모형 분석을 통한 가설 검증 = 71
• D. 각 변수들 간 영향력의 차이 = 79
• E. 논의 = 82
• Ⅴ. 결론 = 88
• A. 요약 = 88
• B. 결론 = 93
• C. 제언 = 95
• 참고문헌 = 96
• 부록 = 119
• ABSTRACT = 126

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